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Gender discrepancies in mathematics [electronic resource] /Boyer, Victor A. January 2010 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 93-104).
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Assessing differential effectiveness of Illinois public middle schools using two-level hierarchical linear modelsNaiyapatana, Ong-Art. Strand, Kenneth H. Hecht, Jeffrey. January 1999 (has links)
Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 24, 2006. Dissertation Committee: Kenneth H. Strand, Jeffrey B. Hecht (co-chairs), Paul J. Baker, William C. Rau. Includes bibliographical references (leaves 136-148) and abstract. Also available in print.
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Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /Field, M. January 2005 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.
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Gender representation trends and relations at the United States Naval AcademyLewis, Joshua R. Lewis, Shannon FitzPatrick. January 2005 (has links) (PDF)
Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 05/10/2006). "June 2005." Includes bibliographical references.
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Study of gender differences in performance at the U.S. Naval Academy and U.S. Coast Guard AcademySanders, Pride L. January 2005 (has links) (PDF)
Thesis (M.S.)--Naval Postgraduate School, 2005. / "June 2005." Title from title screen (viewed 05/10/2006). Includes bibliographical references.
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Child temperament, gender, teacher-child relationship, and teacher-child interactionsOren, Meral. Jones, Ithel. January 1900 (has links)
Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Sept. 22, 2006). Document formatted into pages; contains xi, 170 pages. Includes bibliographical references.
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IT is a gender thing, or is it? : gender, curriculum culture and students' experiences of specialist IT subjects in a New Zealand high school : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Education) at the University of Canterbury /Abbiss, Jane Elizabeth. January 2005 (has links)
Thesis (Ph. D.)--University of Canterbury, 2005. / Typescript (photocopy). Includes bibliographical references (leaves 302-317). Also available via the World Wide Web.
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Single-gender instruction and its effect on academic achievement in the middle grades /Barth, Emily R. January 2007 (has links)
Thesis (M.S.A.)--University of North Carolina at Wilmington, 2007. / Includes bibliographical references (leaves: 70-74)
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Gender-specific attrition in mathematics classroom presence and middle school educators /Zenisek, Ashley. January 2007 (has links)
Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 31-33).
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Boys and girls in the reading club : conversations about gender and reading in an urban elementary schoolMoffatt, Lyndsay Elizabeth 11 1900 (has links)
Recent research has revealed a gender gap in reading attitudes and achievement. Broadly
speaking, when compared with girls, boys display a more negative attitude towards
reading and perform less well on measures of reading achievement. Yet, why boys appear
to have such difficulties with reading and why girls appear to have fewer difficulties with
it has yet to be fully explored. This thesis examines the talk of a group of grade five and
six students at a multi-cultural, multi-lingual, mixed socio-economic urban elementary
school, concerning their ideas of gender normative behaviour, gendered reading practices
and the consequences of non-normative gender performances or gender crossing
behaviour. Using Critical Socio-Cultural theories of literacy and learning and Feminist
Post-Structuralist theories of gender and identity, this year long ethnographic study
reveals that students' investments in their gender identities may help to create and
maintain the gender gap in reading attitudes and achievement. In particular, boys'
investment in maintaining a heteronormative masculine identity may interfere with their
participation in school based print literacy. The implications of these findings for
bridging the gender reading gap are discussed. In addition, this thesis raises questions
about the simplicity of current conceptions of the gender reading gap that depict boys as
victims and girls as victors in school. This thesis adds to research that calls for a more
complex understanding of issues of gender, "race" and class in .contemporary classrooms. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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